The templates below have been created based on best practice in syllabus design. They have built-in Microsoft Word styles to make them web-accessible for students who have disabilities. You may save them, rename them, rearrange sections and topics, enter your own content, and remove sections in accord with your departmental or program guidelines. Please contact IT Services or CELT if you want to know more about creating web-accessible files.
If you want to develop a syllabus for a hybrid course, with part classroom and part online learning, you may start with the Syllabus Template for Online Courses (Word). But in your content, explain what types of activities will take place in the classroom and the types that will take place online. In addition, in your course schedule, clearly label what will be the “Classroom” and what will be the “Online” activities and materials.
The following files provide examples of web-accessible syllabi created by faculty at IPFW:
The Journal of Interactive Learning Research includes an article by Susan B. Fink on “The Many Purposes of Course Syllabi.” (PDF) This 2012 article explores the multiple purposes that a syllabus serves.
Cheryl Albers, an early Scholarship of Teaching and Learning (SoTL) practitioner at Buffalo State University, provides another perspective on uses of the syllabus in "Using the Syllabus to Document the Scholarship of Teaching" in the January 2003 issue of Teaching Sociology.
What items does a learner-centered syllabus contain? Do your syllabi contain these items? Download this syllabus checklist to learn more about best practice in syllabus construction and see now your syllabi compare.
You are encouraged to incorporate general education and the IPFW Baccalaureate outcomes into your syllabi, when appropriate. The Model Syllabi in the previous section show how to cross-reference both of these sets of outcomes. For the list of requirements and outcomes, refer to the following sites.
General Education Requirements
A Course Map (Word) can help you analyze your objectives and align them with activities, resources, and assessments. Prepared by Ludy Goodson, CELT Instructional Consultant/Designer.
Integrated Course Design IDEA Paper #42 (PDF) by Dee Fink. A pioneer in professional development in higher education, Dee Fink explains his very accessible systematic approach to designing university courses. It is also available in hard copy in the CELT Library.
Twelve short articles (under 20 pages, total) worth reading entitled Course Design and Development Ideas that Work compiled by the editor of the Teaching Professor, Mary Ellen Weimer. Titles include "A Brain-Friendly Environment for Learning", "A Critique of Scaffolding", and "Should Students Have a Role in Setting Course Goals" which outlines one tested method for sharing the responsibility for course design. References to sources underlying these articles are as valuable as the articles themselves. Get your copy at Faculty Focus.
The Writing Center can also assist you in developing writing assignments and grading rubrics. (260) 481-6028.
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